Q&A Hero

Q: In the Inquiry model, hypotheses are not regarded as: a. Proposed explanations b. Conclusions c. Inferences d. Educated guesses

Q: If the students are directed to determine themselves a question to pursue via inquiry, then this would be an example of: a. Confirmatory inquiry b. Structured inquiry c. Open inquiry d. Guided inquiry

Q: In which of the Inquiry model steps does the teacher help students to make connections between other content they have studied with what they learned in the Inquiry model? a. Generalizing about the findings b. Making hypotheses c. Presenting/posing questions d. Gathering data

Q: In which of the Inquiry model steps does the teacher help students to reflect on what they did and what they learned? a. Presenting/posing questions b. Gathering data c. Analyzing the process d. Presenting/posing questions

Q: In which of the Inquiry model steps does the teacher consider if the problem-based learning will be interesting, open-ended, reasonable, researchable, and justifiable? a. Making hypotheses b. Assessing hypotheses c. Generalizing about findings d. Presenting/posing questions

Q: What is the correct order of the Inquiry model steps? a. Posing a question, Making hypotheses, Gathering data, Assessing hypotheses, Analyzing the process, and Generalizing about the findings b. Posing a question, Making hypotheses, Gathering data, Assessing hypotheses, Generalizing about the findings, and Analyzing the process, c. Posing a question, Gathering data, Making hypotheses, Assessing hypotheses, Analyzing the process, and Generalizing about the findings d. Gathering data, Posing a question, Making hypotheses, Assessing hypotheses, Analyzing the process, and Generalizing about the findings

Q: Research shows that the Inquiry method is: a. always effective, regardless of how it is applied. b. only effective with a few subject areas and grade levels. c. effective, regardless of alignment with the assessment method chosen. d. can be effective with nearly every subject area and grade level.

Q: Inquiry in which students investigate a teacher-presented question via student designed/selected procedures is: a. Confirmation/Verification Inquiry b. Structured Inquiry c. Guided Inquiry d. Open Inquiry

Q: Inquiry in which students investigate a teacher-presented question via a prescribed procedure is: a. Confirmation/Verification Inquiry b. Structured Inquiry c. Guided Inquiry d. Open Inquiry

Q: Inquiry in which students investigate topic-related questions that are student formulated via student-designed/selected procedures is: a. Confirmation/Verification Inquiry b. Structured Inquiry c. Guided Inquiry d. Open Inquiry

Q: Inquiry in which students confirm a principle via a prescribed activity when the results are known is: a. Confirmation/Verification Inquiry b. Structured Inquiry c. Guided Inquiry d. Open Inquiry

Q: Teacher purpose in using the Inquiry model helps teachers: a. to decide how to best modify a lesson, independent of any student learning needs. b. to develop objectives that do not need to align with outcomes or curriculum standards. c. to develop goals and procedures that students are responsible for learning about. d. to provide clearer communication to foster student participation in the inquiry process.

Q: Regardless of the type of Inquiry model used, key commonalities include: a. active engagement in the discovery process b. the use of higher-order thinking skills in the revised Bloom's taxonomy c. emphasis on the learning process and product d. all of the above

Q: The more recent proliferation of information sources and the need to teach the synthesis and appropriate management of these resources fostered the development of which Inquiry model? a. The WebQuest model (Dodge, 2007) b. The Biological Science Inquiry model (Schwab, 1963) c. The Learning Cycle (Karplus, 1977) d. The Suchman Inquiry Training Model (1962)

Q: The Inquiry model can be applied when teaching content that is: a. factual or conceptual only b. factual or procedural only c. metacognitive only d. factual, conceptual, procedural, or metacognitive

Q: Which academic field did the Inquiry model originate? a. The Arts b. Literature c. Science d. History

Q: By participating in the Inquiry model, students: a. memorize facts that may not be learned in context. b. engage in individual learning that does not involve collaboration. c. will learn the answers to the problems or hypotheses posed by others. d. investigate a phenomenon by examining or posing a problem or hypotheses

Q: The Inquiry model aims to cultivate in students: a. the skills knowledge, and dispositions required for thinking systematically to answer important questions b. the skills knowledge, and dispositions developed by those who have forged ahead of them in developing new knowledge. c. the skills knowledge, and dispositions important for engaging in direct instruction. d. the skills knowledge, and dispositions required for the field of science only.

Q: Describe some of the key benefits of applying the Vocabulary Acquisition model.

Q: Describe the five major steps of the Vocabulary Acquisition model.

Q: When are ideal times to apply the Vocabulary Acquisition model and why?

Q: According to Nagy and Scott (2000), what five factors illustrate the complexity of word knowledge?

Q: Describe the Vocabulary Acquisition model as Thomas Estes coined the model and formalized its steps. Include a description of deep understanding of vocabulary, which is central to this model.

Q: The integration of technology in the Vocabulary Acquisition model a. has been shown to be less effective than using traditional methods of instruction. b. typically is useful for assessment purposes only. c. can enhance the planning and implementation of instruction, as well as the assessment of learning. d. does not require any planning or training to implement.

Q: The Vocabulary Acquisition model is best applied: a. by presenting new vocabulary in one context, to avoid student confusion. b. by cultivating deep understanding that will transfer to other contexts. c. by engaging student in rote memorization of definitions to retain word knowledge. d. by keeping technology out of the learning process, to avoid student confusion.

Q: The Vocabulary Acquisition model is best utilized by: a. multiple types of learners b. visual learners c. interpersonal learners d. kinesthetic learners

Q: Benefits to engaging students in examination of a word's morphology and etymology include: a. learning to decipher and understand word parts in other situations. b. making inferences about a word's definition by breaking it down into its various parts. c. applying knowledge of words to new contexts to enhance understanding of new words. d. All of the above

Q: Having students complete in-class work both as individuals and in groups is an example differentiating at which level? a. Content b. Process c. Product d. None of the above

Q: Allowing students to demonstrate learning in a variety of ways (e.g., a performance, traditional test, or multimedia output) is an example differentiating at which level? a. Content b. Process c. Product d. None of the above

Q: Engaging students with more authentic (e.g., newspapers, magazines, radio broadcasts, etc.) and less authentic (e.g., textbooks) resources is an example differentiating at which level? a. Content b. Process c. Product d. None of the above

Q: Scaffolding student instruction in the Vocabulary Acquisition model may involve a. prescriptive phases in which instruction should or should not be scaffolded. b. an introduction of the etymology and/or morphology of a word. c. the teacher withholding any modeled uses of the word, so students can figure out the word's meaning independent of the teacher. d. student memorization of word definitions, without interacting further with word use.

Q: Planning to teach with the Vocabulary Acquisition model should involve a. engaging students with the most relevant uses of vocabulary only. b. selecting resources in which the vocabulary occurs in the most useful of contexts only. c. using one medium of instruction that the majority of students are most comfortable with. d. engaging students in reading and studying the use of the word in several different contexts and using a variety of media types.

Q: In which step of the Vocabulary Acquisition model does the teacher design and scaffold opportunities for students to interact with the vocabulary in as meaningful and as varied contexts as possible? a. Elaboration on hypothesizing meanings b. Reading and studying c. Exploring patterns of meanings d. Evaluating and post-testing

Q: In which step of the Vocabulary Acquisition model might the teacher gather information about what students already know, to inform subsequent learning activities? a. Exploring patterns of meanings b. Evaluating and post-testing c. Pretest of knowledge d. Elaboration on hypothesizing meanings

Q: In which step of the Vocabulary Acquisition model might students explore and "play with" different uses of the word to deepen their understanding of it? a. Exploring patterns of meanings b. Pretest of knowledge c. Elaboration on hypothesizing meanings d. Evaluating and post-testing

Q: It is helpful to use the Vocabulary Acquisition model to teach academic language a. when teaching students the terms and language distinctive to any discipline. b. only when instructing students in an English language arts class. c. to teach students the modern uses of words only. d. to help students memorize definitions, but not to understand concepts.

Q: The Vocabulary Improvement Project has asserted that the vocabulary acquisition of English Language Learners (ELLs) is best supported by all of the following, except: a. allowing students to encounter words in several different contexts b. focusing instruction on a long list of target words c. engaging students in study of the spelling of words d. helping students to infer meaning from context

Q: Incrementality involves a. words having more meanings the more frequently the word occurs in a language. b. words depending on other words and ideas for meaning. c. word learning taking place in steps of increasing depth of understanding. d. both connotative and denotative meanings of a word.

Q: Polysemy involves a. words having more meanings the more frequently the word occurs in a language. b. words depending on other words and ideas for meaning. c. word learning taking place in steps of increasing depth of understanding. d. both connotative and denotative meanings of a word.

Q: Multidimensionality involves a. words having more meanings the more frequently the word occurs in a language. b. words depending on other words and ideas for meaning. c. word learning taking place in steps of increasing depth of understanding. d. both connotative and denotative meanings of a word.

Q: Instructors previously have not had much interest in teaching vocabulary primarily because: a. vocabulary has not been viewed as an important academic topic until recently. b. traditional vocabulary development approaches have not resulted in authentic, meaningful, and integrating learning. c. teaching vocabulary was not included as an objective in state standards. d. instructional materials did not focus on vocabulary development.

Q: Exploring the morphology and etymology of a word: a. does not impact student ability to retain the meaning of words. b. does not impact student ability to spell words. c. helps students to navigate the meaning of new words more effectively. d. involves studying only modern uses of a given word

Q: In using the Vocabulary Acquisition model, teachers: a. help students develop their own understanding of the word meanings. b. do not engage students in detailed analysis of word parts or meanings. c. only engage students in summative assessments " not pre- or formative assessments. d. present the correct word meaning at the very start of a lesson.

Q: What are the key benefits of applying the Inductive model?

Q: What are the key steps involved in the Inductive model?

Q: How is the Inductive model useful for teaching concepts, and in what way does it differ from both the Concept Attainment and Concept Development models?

Q: What is the difference between inductive and deductive reasoning, and how was this central to the work of Sir Francis Bacon in developing the Inductive model?

Q: How does the Inductive model promote student understanding? According to Wiggins and McTighe (2005), what are indicators of genuine understanding?

Q: Moving from whole-group instruction in the introduction phase, to small groups examining the different examples in the divergent and convergent phases, exemplifies differentiation at which level? a. Content b. Process c. Product d. None of the above

Q: Providing print and audio recorded versions of a poem exemplifies differentiation at which level? a. Content b. Process c. Product d. None of the above

Q: Utilizing video and audio recording tools to capture student learning is beneficial in that: a. individual student learning in a whole class setting can be reviewed. b. the teacher can share the learning recorded with the student in a private conference. c. student learning can be document over time to record learning progress and challenges. d. All of the above.

Q: Differentiating instruction at the application level means allowing students to: a. influence the selection of lesson materials. b. offer feedback on how the lesson is presented initially in class. c. choose how they will show their learning and the tools they will use to do so. d. select online learning tools to help them engage in divergent thinking.

Q: Using a digital video camera to record the "egg in the bottle" experience about changes in air pressure particularly supports student learning in which step of the Inductive learning process? a. Lesson introduction b. Convergent phase c. Closure d. Application

Q: Animoto is a web-based service (www.animoto.com) that a. allows teachers to create online quiz tools. b. allows students to use free online paint tools to document their learning. c. helps students to understand a concept via online concept-mapping. d. allows teachers to compile video, photo, or music examples and/or nonexamples

Q: The use of the tool, Voki (www.voki.com), to create a digital avatar who explains the purpose and procedures of the lesson is an example of using technology to make which step more interesting? a. Lesson introduction b. Divergent phase c. Convergent phase d. Closure

Q: What is a key question to ask in seeking to differentiate instruction at the product level? a. Which students are excelling or struggling with either divergent or convergent thinking? b. What might my students' backgrounds inform the final assessment designed for them? c. Would a more broad or narrow selection of materials support student learning? d. Are there materials that might better support the learning of my kinesthetic learners?

Q: What is a key question to ask in seeking to differentiate instruction at the content level? a. Are the materials selected accessible and relevant to all learners? b. Based on the pre-assessment, how might students best be grouped to promote learning? c. What tools might students be offered to present their learning in different formats? d. Which materials will support the needs of the majority student population primarily?

Q: The final steps in planning for teaching with the inductive model is to: a. develop divergent and convergent questions b. select and organize access to source materials c. plan for closure and application d. conduct assessments

Q: The first step in planning for teaching with the inductive model is to: a. develop divergent and convergent questions b. select and organize access to source materials c. plan for closure and application d. conduct assessments

Q: In the Closure phase of the Inductive model, a. students examine and compare examples and nonexamples using focused questions. b. students examine and compare examples and nonexamples using open-ended questions. c. students apply their learning to real-life scenarios. d. students demonstrate their learning of the concept using their own words, artwork, etc.

Q: In the Divergent phase of the Inductive model, a. students examine and compare examples and nonexamples using focused questions. b. students examine and compare examples and nonexamples using open-ended questions. c. students apply their learning to real-life scenarios. d. students demonstrate their learning of the concept using their own words, artwork, etc.

Q: The correctly ordered steps in the Inductive model include the following: a. Lesson introduction, Convergent phase, Divergent phase, Closure, Application b. Lesson introduction, Divergent phase, Convergent phase, Application, Closure c. Lesson introduction, Divergent phase, Convergent phase, Closure, Application d. Lesson introduction, Convergent phase, Divergent phase, Application

Q: Divergent thinking complements convergent thinking in the Inductive model in that a. divergent thinking tends to move toward one focused concluding point. b. divergent thinking allows a creative search that uncovers several possible answers. c. divergent thinking is associated with analysis required by IQ tests. d. Divergent thinking and convergent thinking are not complementary.

Q: Inductive reasoning differs from deductive reasoning in that: a. inductive reasoning is an open-ended, exploratory process. b. inductive reasoning reaches conclusions viewed as "truth." c. inductive reasoning is a focused testing of hypotheses d. inductive reasoning does not involve observation or analyses of facts.

Q: The roots of the Inductive model are traced back to: a. B.F. Skinner b. Merrill & Tennyson c. Sir Francis Bacon d. Thomas Estes

Q: Benefits of the Inductive model is that it a. teaches critical thinking skills b. helps students to retain and gain content knowledge c. acknowledges students' diverse backgrounds and prior knowledge d. all of the above

Q: The Inductive model a. is based on a kind of thinking that focuses primarily on general conclusions. b. involves making generalizations through examination and analysis of particular examples. c. is commonly associated with the visual and performing arts. d. is integral to math and science only " not other content areas.

Q: The Inductive model may be defined as: a. a passive teaching model, primarily focused on disseminating new information. b. an active, engaged teaching model, primarily focused on intuitive impressions. c. an active, engaged teaching model that encourages developing critical thinking skills. d. an active, engaged teaching model that focuses on kinesthetic modes of learning.

Q: Name and describe the primary goals and activities of the five steps of the Concept Development model.

Q: What are the three main thinking skills cultivated by the Concept Development model, and how are they cultivated as students engage in practicing the model?

Q: How can the Concept Development model particularly be useful in developing knowledge of abstract concepts?

Q: What was the context in which the Concept Development model was conceived?

Q: What is the Concept Development model, and what do learners practice while engaging in this model?

Q: A technological tool that allow the user to sort ideas into thought bubbles or nodes is: a. Word Cloud b. a Tablet PC c. Kidspiration d. LCD projector

Q: A technological tool that offers a visual representation of a group of words that illustrates some kind of relationship is: a. Word Cloud b. a Tablet PC c. Kidspiration d. LCD projector

Q: Taking in new information and learning to articulate it on paper or another medium best exemplifies the benefit of using the Concept Development model to: a. help students exercise creative thinking. b. help teachers learn more about their students. c. promote active hands-on learning. d. aid student expression.

Q: Manipulating physical objects, physical movement, and activity best exemplifies the benefit of using the Concept Development model to: a. help teachers learn more about their students. b. help students to retain content understanding. c. promote active hands-on learning. d. acknowledge prior knowledge.

Q: Generating novel groupings and labels to describe these groupings best exemplifies the benefit of using the Concept Development model to: a. help students exercise creative thinking. b. promote active hands-on learning. c. help students acknowledge prior knowledge. d. aid student expression.

Q: When planning to use the Concept Development model, teachers should plan to: a. carefully analyze the concept to clarify their understanding of and purpose for teaching it. b. allow students to figure out the steps for learning the model on their own. c. focus on concrete aspects of learning the concept " not metacognitive thinking. d. focus on the learning needs of the majority population of learners only.

Q: During the Synthesizing step of the Concept Development model, a. students operate independent of the teacher in their learning. b. students examine groups and labels to summarize the relationship between them. c. the teacher is not involved in asking questions that interfere with student thinking. d. teachers should expect students to understand what a generalization is.